SCIENCE OF TEACHING READING EXAM NEWEST ACTUAL
2025/2026 QUESTIONS AND ANSWERS VERIFIED/GRADED A+
Which of the following statements DOES NOT accurately
represent a consideration that teachers should have when
developing alphabet knowledge among English learners?
-Since some phonemes may not exist in English learners'
home languages, this may pose challenges with accurate and
distinguishable pronunciation.
-Since some phonemes differ between English and English
learners' home languages, this prohibits transferrable
phonetic skills across languages.
-Since some phonemes may not exist in English learners'
home languages, this may pose challenges with placing
sounds in meaningful contexts.
-There may be phonemes in English learners' home languages
that conflict with the phoneme sounds in English. - ----
Answers-----Since some phonemes differ between English
and English learners' home languages, this prohibits
transferrable phonetic skills across languages.
Students who are literate in their native language will not need
to develop phonological awareness again in English; they will
,only need to become familiar with the sounds of English and
learn to discriminate sounds that are different between their
native language and English because one phonological
awareness has developed in any language, it transfers to
other languages that are learned. For sounds that either don't
exist in the native language or sounds that are perceived as
different in English, explicit instruction and more practice are
needed.
Characteristics of Letter Knowledge/ Alphabet Knowledge - --
--Answers----Letter knowledge is knowing that the same
letter can look different, that letters have names and are
related to sounds.
Teachers help children begin to:
-recognize and name upper and lowercase letters of the
alphabet
-associate letter names and symbols with their sounds
-understand that letter symbols are grouped together in a
particular order to form words
-experiment with writing letters of the alphabet in the context
of writing for a purpose.
According to the ELAR TEKS, the correct order of phonics skill
development by grade levels is: - ----Answers----1-
Kindergarten- Use letter-sound relationships to decode CVC
words
2- Grade 1- Decoding words with initial and final consonant
blends
3- Grade 2- Decoding words with silent letters. Like CVe
,Being able to connect speech sounds with the printed letters
they represent is a description of-
-phonemic awareness
-structural analysis
-phonics
-comprehension - ----Answers-----Phonics
What is a letter with a continuous sound? - ----Answers----a,
e, f ,i ,l ,m ,s , r
When you articulate the sounds, you can stretch out the sound
continuously without having a set stopping point. This makes it
easier to both articulate and emphasize the sound.
Mr. watkins is a first grade teacher. He wants to address high
frequency words during reading instruction on a regular basis.
While planning instruction what principles should Mr. Watkins
keep in mind? - ----Answers-----teach high frequency words
once students have foundational understandings with letter
sound correspondences, phonemic awareness, and word
concepts
-teach high frequency words in groups with similar patterns
-practice reading high frequency words in authentic texts.
When teaching students the names of letters and their sounds,
which of the following is the best approach to follow?
, -Teach one letter a week in the same order as they are in the
alphabet
-teach high utility letters before low utility letters
-Teach all the vowels first, followed by all the consonants.
-Teach letter pairs that are similar visually at the same time
so students can learn the difference. - ----Answers-----teach
high utility letters before low utility letters
High utility letters such as m, s, a,t ,p occur frequently in many
words. Low utility letters such as x and z occur much less
frequently. There is not a hard and fast rule about a specific
order for teaching letters, but children will have many more
opportunities to apply their knowledge when they have high
utility in their knowledge bank.
Which of the below scenarios is an example of a teacher
assigning a student with an activity that is WITHIN its zone of
proximal development?
-After successfully learning vocabulary through pictures and
definitions, the student is assigned to contextualize the vocab
within a reading or listening text.
-After a student struggles to successfully use words to talk
about the people in his life, the student is then assigned to
write about someone he knows and what connection he has to
other people in his family
2025/2026 QUESTIONS AND ANSWERS VERIFIED/GRADED A+
Which of the following statements DOES NOT accurately
represent a consideration that teachers should have when
developing alphabet knowledge among English learners?
-Since some phonemes may not exist in English learners'
home languages, this may pose challenges with accurate and
distinguishable pronunciation.
-Since some phonemes differ between English and English
learners' home languages, this prohibits transferrable
phonetic skills across languages.
-Since some phonemes may not exist in English learners'
home languages, this may pose challenges with placing
sounds in meaningful contexts.
-There may be phonemes in English learners' home languages
that conflict with the phoneme sounds in English. - ----
Answers-----Since some phonemes differ between English
and English learners' home languages, this prohibits
transferrable phonetic skills across languages.
Students who are literate in their native language will not need
to develop phonological awareness again in English; they will
,only need to become familiar with the sounds of English and
learn to discriminate sounds that are different between their
native language and English because one phonological
awareness has developed in any language, it transfers to
other languages that are learned. For sounds that either don't
exist in the native language or sounds that are perceived as
different in English, explicit instruction and more practice are
needed.
Characteristics of Letter Knowledge/ Alphabet Knowledge - --
--Answers----Letter knowledge is knowing that the same
letter can look different, that letters have names and are
related to sounds.
Teachers help children begin to:
-recognize and name upper and lowercase letters of the
alphabet
-associate letter names and symbols with their sounds
-understand that letter symbols are grouped together in a
particular order to form words
-experiment with writing letters of the alphabet in the context
of writing for a purpose.
According to the ELAR TEKS, the correct order of phonics skill
development by grade levels is: - ----Answers----1-
Kindergarten- Use letter-sound relationships to decode CVC
words
2- Grade 1- Decoding words with initial and final consonant
blends
3- Grade 2- Decoding words with silent letters. Like CVe
,Being able to connect speech sounds with the printed letters
they represent is a description of-
-phonemic awareness
-structural analysis
-phonics
-comprehension - ----Answers-----Phonics
What is a letter with a continuous sound? - ----Answers----a,
e, f ,i ,l ,m ,s , r
When you articulate the sounds, you can stretch out the sound
continuously without having a set stopping point. This makes it
easier to both articulate and emphasize the sound.
Mr. watkins is a first grade teacher. He wants to address high
frequency words during reading instruction on a regular basis.
While planning instruction what principles should Mr. Watkins
keep in mind? - ----Answers-----teach high frequency words
once students have foundational understandings with letter
sound correspondences, phonemic awareness, and word
concepts
-teach high frequency words in groups with similar patterns
-practice reading high frequency words in authentic texts.
When teaching students the names of letters and their sounds,
which of the following is the best approach to follow?
, -Teach one letter a week in the same order as they are in the
alphabet
-teach high utility letters before low utility letters
-Teach all the vowels first, followed by all the consonants.
-Teach letter pairs that are similar visually at the same time
so students can learn the difference. - ----Answers-----teach
high utility letters before low utility letters
High utility letters such as m, s, a,t ,p occur frequently in many
words. Low utility letters such as x and z occur much less
frequently. There is not a hard and fast rule about a specific
order for teaching letters, but children will have many more
opportunities to apply their knowledge when they have high
utility in their knowledge bank.
Which of the below scenarios is an example of a teacher
assigning a student with an activity that is WITHIN its zone of
proximal development?
-After successfully learning vocabulary through pictures and
definitions, the student is assigned to contextualize the vocab
within a reading or listening text.
-After a student struggles to successfully use words to talk
about the people in his life, the student is then assigned to
write about someone he knows and what connection he has to
other people in his family
